LESSON OBSERVATION CHECKLIST ( Ofsted Guidance to Inspectors September 2009)

LESSON OBSERVATION CHECKLIST (Ofsted guidance to inspectors September 2009)

Quality of learning



Observations and Judgements

What are different groups and individual pupils actually learning as opposed to doing?
 Are pupils consolidating previous skills/knowledge or learning something new?
 Can all pupils make the links between previous/new learning?
 Can pupils talk about what they are learning, as opposed to simply describing what they are doing?
 Do they consistently produce work of a good standard?
 Are pupils working independently? Are they self-reliant - do they make the most of the choices they are given or do they find it difficult to make choices? To what extent do pupils take responsibility for their own learning?
 How well do pupils collaborate with others? Do they ask questions, of each other, of the teacher or other adults, about what they are learning?
 Are pupils creative, do they show initiative?
 How well do pupils follow routines/expectations?

Enjoyment of learning and attitudes



Observations and Judgements

 Are pupils engaged, working hard, making a good effort, applying themselves, concentrating and productive?
 Are pupils developing habits of good learning?
 Are pupils happy with their work? Are they proud of it?
 Are pupils interested in their work and in what they are learning? Or are they easily distracted?
 How smooth is the transition from teacher input to group work? Do pupils settle to work easily?

Assessment to support learning



Observations and Judgements

 Are there any significant differences in the learning of different groups of pupils, or of any individuals?
 Are pupils involved in assessing their own learning and progress?
 Do pupils know what they are learning and why?
 Do pupils have targets and do they understand what they mean/what to do to achieve them?

Pupils’ progress



Observations and Judgements

 Are different groups making the same/different progress?
 What new skills and knowledge are pupils gaining?
 How well are pupils developing ideas and increasing their understanding?
 Are pupils making gains at a good rate in lessons and over time as shown in their work and the school’s records?
 How are weak/good literacy, numeracy and ICT skills affecting pupils’ progress?

The quality of provision



Observations and Judgements

 Are staff using assessment for learning strategies to enable them to differentiate effectively?
 Are activities pitched at the right level to challenge pupils of different abilities?
 How well does marking identify strengths and diagnose next steps to improvement?
 How good is the dialogue and oral feedback? Are teachers alert to pupils’ lack of understanding during lessons?
 How effectively do staff use questioning to gauge pupils’ understanding? Are expectations of behaviour sufficiently high?
 Are teachers alert to the social, emotional, and learning, needs of individuals?
 What impact are any support staff having?
 Are resources sufficient? Are they well matched to needs to support learning?

Points for discussion and reflection with regard to:

Areas of Strength

Areas for Development

Quality of learning
Enjoyment of learning and attitudes
Assessment to support learning
Pupils’ progress
The quality of provision
Judgement of quality of lesson: 1 Outstanding 2 Good 3 Satisfactory 4 Inadequate
Signature of Teacher: …………………………………… / Signature of Observer: …………………………………

(If you would like to make any additional comments please do so overleaf)